UPDATE: This is also available as a 7 hour class!
Here you have it-the first training I ever created! Why did I create it? Read on!
Every summer, some of the staff at W.E.E. School attends a training conference put on by the Texas Baptist Church Weekday Education Association, of which they are members. The year before the new restrictions on who can train, I attended a session taught by Jennafer Mountain, who was studying to be a psychiatrist (I think…it may have been physiologist…those words sound too much alike to me!), about emotions. Upon returning from the training conference, I, along with others who had been to the conference, was asked to lead a training about what I’d learned with the rest of the staff. I immediately wanted to talk about the emotions training I’d attended. What you have below is the second version of the training. As you can see, I pulled from a lot of sources!
This training, unlike the others, does not begin with an “about me” in its current state. I would certainly add that when coming to speak to people who don’t have any reason to listen to me! I would also probably give a little background on the sources I used to create the training.
This training, though designed to be an hour, packs a lot in and can tend to run long so we jump right in to the subject! The slide above is the first slide and is followed by the slide below.
After hitting all the talking points on the slide above, I introduce a video clip. It is a negative example of knowing our own emotions. After the clip, we look at the “What is ‘Emotional Intelligence?'” slide again and discuss how the clip applies-a theme that applies to the first third or so of the training.
This slide is taken in pieces, with the learners helping me think of ways emotional IQ matters. This is a subject somewhat foreign to most people and typically there’s not too much discussion yet. Then I introduce another clip showing a character with great traditional IQ but no emotional IQ, returning to the same slide after to discuss how the clip applies.
The next slide introduces a some what controversial idea-that all emotions are actually good and healthy when handled correctly. I actually have the slide shown above broken up with video clip examples of each of the unhealthy uses of emotion shown.
Next, we move into the next third-ish part of the training-the 9 Basic emotions and what each of them does for us. There is an extremely short clip demonstrating how complex emotions actually are, even though they break down into the 9 basic emotions. There are slides and talking points about each of the nine emotions, and a couple slides delving into the difference between shame and guilt. I bring in some brain development as we talk about the physiology of emotions and we explore the need to “take the plank out of our own eye before” we help children with their emotions.
Once we understand emotions in ourselves, we can then talk about emotions in others. The second talking point on the slide above, “don’t use the phrase ‘it’s OK'” has been one of the most profound things I’ve learned and one of the hardest habits to break!
When we have fully discussed understanding emotions in ourselves and others, we can talk about teaching appropriate emotional responses to children. There’s a few slides that go from the basics of teaching emotional responses to dealing with emotional outbursts.
The last third-ish of the training talks about emotional milestones. I created handouts with emotional milestone “tests” for Infants, Toddlers, Preschoolers, and School Agers. Beginning with infants and working our way up, we talk about the emotional milestones we expect children to go through at each stage and how to foster situations that help children reach those milestones. Midway through the Preschooler Milestones slide is “delay gratification.” When time permits, I show a 6 minute Ted Talk lecture about delayed gratification-it’s importance, research about it, and a test conducted on children that can be reproduced in the classroom. We continue with the preschool milestones and end with the school age milestones.
Usually, when I talk about anger being a perfectly good emotion-when handled correctly-and when I talk about guilt vs. shame, there is conversation. I’ve had to ask a person or two to talk to me after the session to better answer their concerns, but generally, once I’ve explained my viewpoint entirely, people are fairly accepting. There are several points that were somewhat radical to me when I first heard them but will help you understand yourself and the children in your classroom better, will help your relationships with other people, and can completely change the atmosphere of a classroom and center!